Term 2 Wk4 - 4T1 Maths - Vol and Surface Area of Pyramid

It seemed easier initially to teach this topic to 4T1 class as they can grasped the concept quickly but have difficulty remembering the formula. It could be that the students are well versed in 3D model in their D&T lesson. Decided to show the students a video clip on the how the formula come about. This solved the "remembering formula" problem = 1/3 x base area x height = relating to square prism to the no. of pyramid required to fill it up with water/sand. Students were tasked to do the textbook questions later so as to ascertain if they could do those questions that re-orientate the 3D pyramid especially those involving multiple sides with different base length. This proved difficult for some students and I had to render help along the way. Through this session, it showed that we could assume certain things about our students but we need to ascertain/re-confirm it before deciding the follow-up instructions in order to help our students to leap to the next level of understanding and skills.

Hwee Hwee's AFL on System of Marking Homework

My existing method of marking assignment is quite different from Hwee Hwee's new method. I will not give marks for each question, just a tick for correct working or cross for wrong ones. However, for wrong workings, I will give small tick to the line where the working is correct and then circle the next one where the student makes a mistake. In this way, the student is aware exactly what is wrong. Definitely some comments are necessary. I believe the AFL method of marking homework is better method to implement but will involve a little more time to just give marks tagged to each question. Will try to use this method for the next assignment onwards and see how it affects the student and our work.

Term 2 Week 3 - 4T1 Mathematics - Arc Length and Area of Sector

Did Arc Length on Monday and Area of Sector on Wednesday. Class were always ready for lesson and on task except for some disruptive boys (just being playful). Quite difficult to bring across the concept of proportion to get the formula for Arc Length and Area of Sector. What the students did were just to memorise the formula. I believe for NT class, this may be sufficient as long as they can do the questions. One major mistake is not having the habit of writing down the units (square cm or degree). Generally the class is gearing up to prepare for their N level exam this year.

Term 2 Wk1 Wed - 3E1 AMaths - Surds

Before starting the lesson, I reminded the students the need to hand in their assignment on time. This class has the habit of handing in work late. It will require more monitoring and reminding. 

Continued the lesson with Surds practice question in the worksheet. Students are still not well versed in the 6 rules especially reduction and normalising the denominator to simplify Surds expression. Some students are not good in multipling two Surds together e.g. sq root of 5 x sq root of 5 to get result of 5. Some will forget to multiply the sq root all together. Generally this is a topic that students do not really like. Have encouraged the students to simplify the question using alegrabric subsititution instead of solving the question totally in surds form. Hope this will help. 

Term 2 Wk1 Mon - 4E5 AMaths - Differentiation

Started this term with Differentiation using the first principles. I've used three chapters material to start differentiation (involving alegrabic, trigo and exponential expressions). I believed this is a better approach for the students to learn differentiation for a start instead of concentrating on each topic later. Students seemed more eager to practice in this 2 period lessons. Maybe the students knew that the Mid year exam is near. However, there were still some students who  refused to cooperate in class in their learning. They are the usual ones who are disruptive in lesson or have no respect for authority. I've sent one sitting outside the classroom entrance to isolate him and help him to focus in his learning. This 2 period lesson was spent on drilling the students on the basic techique in differentiation. We managed to go through about 15 questions. Some students were eager to use chain rule to solve some of the question. It could be that they have it elsewhere. Discovered that these students were taught the improper sequence of the differentiation technique. No doubt it is good that their "outside tutor" have taught them in advance, but it is not known if the students have mastered the basic skills.

Term 1 Week 10 (Wed) - A Maths 4E5 Further Coordinate Geometry

Students found this topic easiler to digest the content as it is quite straight forward. However, some of the students encountered problems when solving question that requires them to apply their Sec 3 coordinate geometry knowledge e.g. gradient of perpendicular bisector of a straight line, writing down equation of straight line y - y1 = m(x - x1), etc. Got to recap with the students again. Use this opportunity to ask the students whether they have started revising their Sec 3 material. Found that the students have not been revising their work and majority of the students (80%) have yet to buy ten-year series! I have been using last year's O level paper to prompt the students that the exam questions have been shifting focus to test their understanding and application, less on recalling formula nowadays. Even doing the past year ten-year series may not help them but will at least give them an idea about which strategy to use for certain type of questions. The students have been advised to get hold of the red-spot ten-year series from 2nd hand bookshop since this book provides full solution for each question.

Term 1 Week 10 (Mon) - 3E3 A Maths Partial Fractions

Completed the chapter on Partial Fractions on Monday. One thing I found useful is to use Rozi's method of writing down the logical order of the specific lesson objective(s) on the right hand side of the whiteboard. Students find that they are able to get back on track with the lesson when their attention wander off. Will continue to use this method even though the worksheet already listed down all the lesson objectives. In this lesson, also asked the students to do additional practice using the assignment questions. Discovered that most of the students could not remember the 3 defined formats for Partial Fractions. Intereviewed the students and found that students have not been using their textbook for revision. They relied heavily on teacher's worksheet for their learning. Some students also have not copied down all the notes written on the whiteboard. This is not healthy. I have since asked the class to bring 4 things to class even though I will be giving them worksheets to do class work and assignment - Textbook, Worksheet, Written Notes and writing pad. Will closely monitor this in Term 2.